Introduction to ESL Delivery and Support in BC
ESL students may arrive in their home schools throughout the year. Administrators, mainstream teachers, and ESL teachers need to maintain flexibility to allow for this continuous entry.
Entry into the School System
1. Registration
When entering the school system, families will be asked to provide information on student
2. Orientation
The ESL teacher, administrator, or counsellor responsible for ESL students typically welcomes new students and parents.
3. The First Few Days
It is a good idea for the teacher responsible for welcoming the student, or an assigned peer, to take the new ESL student on a tour of the school.
Depending on the ESL student’s understanding of English and background, it would be helpful to discuss:
4. Initial Assessment for Placement
The purpose of an initial assessment is to identify
5. Interpretation of Assessment Results
Relies on:
6. Placement
How an ELL is placed is up to the district to decide (ESL class or integration into regular classrooms, pull-out services), but sometimes age is taken into account over assessment
When entering the school system, families will be asked to provide information on student
- Family background
- Educational background
- Medical background
2. Orientation
The ESL teacher, administrator, or counsellor responsible for ESL students typically welcomes new students and parents.
- When educators welcome parents, they should also invite parents to become involved as partners in the formal education of their children.. Welcoming and orienting parents helps ensure their support while the new students begin to adjust to their environment.
3. The First Few Days
It is a good idea for the teacher responsible for welcoming the student, or an assigned peer, to take the new ESL student on a tour of the school.
Depending on the ESL student’s understanding of English and background, it would be helpful to discuss:
- classroom routines
- rules,
- supplies
- location of washrooms
- using water fountains
- bringing lunch
- locks and lockers
- timetables
- school rules
4. Initial Assessment for Placement
The purpose of an initial assessment is to identify
- a student’s eligibility for ESL services
- the student’s current level of English proficiency
- the extent and range of English services needed, including a recommendation for the type and intensity of support deemed appropriate
- English language proficiency includes both receptive English (listening, reading) and expressive English (speaking, writing)
- English language proficiency should be considered in broad terms to take account of the differences between language used for communication in social settings and language used for academic learning in all content areas
- it is vital that an assessment be administered by, or with the assistance of, an ESL teacher who is able to tailor the assessment to the individual and to interpret the results accurately
5. Interpretation of Assessment Results
Relies on:
- the student’s background knowledge about the topics used in the assessment
- experience with the types of tasks used in the assessment
- experience using precise English vocabulary (including subject-specific terminology associated with mathematics, science, music, etc.)
- exposure to literature and genre
- cultural considerations (cultural norms for child-to-adult communication, response times, etc.)
- the length of time a student has been in Canada or exposed to English
6. Placement
How an ELL is placed is up to the district to decide (ESL class or integration into regular classrooms, pull-out services), but sometimes age is taken into account over assessment
25 Ways to Work with ELL Students in the Regular Classroom
1. Establish a language – rich learning environment.
2. Activate and build upon prior knowledge.
3. Repeat key phrases often to ensure student learning.
4. Slow the rate of presentation.
5. Draw connections between course content and real life.
6. Provide hands-on activities.
7. Establish a daily routine.
8. Break information into manageable chunks.
9. Paraphrase information using simplified language, especially after reading.
10. Provide ample “wait time” for students so they can formulate a response.
11. Control new vocabulary: it should be simplified but include key technical terms. New vocabulary should be clearly introduced and reinforced. Providing students with new vocabulary ahead of time will allow them some control over the material.
12. Design lessons which integrate language and content.
13. Provide word lists for quizzes and fill-ins.
14. Use global strategies when introducing a new unit or chapter in a text: Show a related film clip and discuss the major topics. Tell students what the chapter is about and arouse their interest with personal anecdotes and class sharing; read portions of the chapter aloud while students follow along.
15. Allow use of first language dictionaries.
16. Provide example sheet of correct format and procedures for written work.
17. Use lots of gestures and facial expressions.
18. Provide visuals support – models, charts, manipulatives, pictures, diagrams, or actual objects.
19. Write down what you say on the board or overhead.
20. Allow students to work with peers. Be sure students know the difference between cooperative work, where both students are giving input and learning, and the out and out copying of another student’s work.
21. Always summarize the key points of your lesson.
22. Allow students to work at their own pace.
23. Consider giving separate tests.
24. Be creative in thinking of tasks that demonstrate competence without demanding a lot of language.
25. Make the ELL student a part of the class as much as possible.
1. Establish a language – rich learning environment.
2. Activate and build upon prior knowledge.
3. Repeat key phrases often to ensure student learning.
4. Slow the rate of presentation.
5. Draw connections between course content and real life.
6. Provide hands-on activities.
7. Establish a daily routine.
8. Break information into manageable chunks.
9. Paraphrase information using simplified language, especially after reading.
10. Provide ample “wait time” for students so they can formulate a response.
11. Control new vocabulary: it should be simplified but include key technical terms. New vocabulary should be clearly introduced and reinforced. Providing students with new vocabulary ahead of time will allow them some control over the material.
12. Design lessons which integrate language and content.
13. Provide word lists for quizzes and fill-ins.
14. Use global strategies when introducing a new unit or chapter in a text: Show a related film clip and discuss the major topics. Tell students what the chapter is about and arouse their interest with personal anecdotes and class sharing; read portions of the chapter aloud while students follow along.
15. Allow use of first language dictionaries.
16. Provide example sheet of correct format and procedures for written work.
17. Use lots of gestures and facial expressions.
18. Provide visuals support – models, charts, manipulatives, pictures, diagrams, or actual objects.
19. Write down what you say on the board or overhead.
20. Allow students to work with peers. Be sure students know the difference between cooperative work, where both students are giving input and learning, and the out and out copying of another student’s work.
21. Always summarize the key points of your lesson.
22. Allow students to work at their own pace.
23. Consider giving separate tests.
24. Be creative in thinking of tasks that demonstrate competence without demanding a lot of language.
25. Make the ELL student a part of the class as much as possible.